• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

•
b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

• SS6E1 The student will analyze different economic systems.

• a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

• b. Explain how most
countries have a mixed economy located on a continuum between pure market and pure command.

• c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

.• SS6E1 The student will analyze different economic systems.

• a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

• b. Explain how most
countries have a mixed economy located on a continuum between pure market and pure command.

• c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

.• SS6E1 The student will analyze different economic systems.

• a. Compare how traditional, command, and market, economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for
whom to produce.

• b. Explain how most countries have a mixed economy located on a continuum between pure market and pure command.

• c. Compare and contrast the basic types of economic systems found in Canada, Cuba, and Brazil.

Opening

(Warm-up)

Review or complete study guide

Review independence movements

Study guide for test

Introduce JA BIZTOWN and economic vocabulary

Biztown prep

Work Session

Study guide review

Cont.

LA History Unit Test

Biztown prep

Biztown prep

Closing

Cont. test review

Review game for test

Review and discuss test

Cont. vocabulary and economic questions

Biztown prep

Homework

Study guide for test

Study for test

Materials Needed for Class

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

2/9-13/2014

Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

•
b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

•

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

•

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

SS6G2 The student will discuss environmental issues in Latin America.

a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.

Opening

(Warm-up)

Quiz- List 3 civilizations, 2 rulers, 3 farming methods

Complete vocabulary and read pages 346-347

Introduce facebook or menu project

Work on projects

Quiz if not already taken. Vocabulary

Work Session

Open book Test covering La history

Introduce Independence movements.

3rd period will outline section. 4,5,6 will complete reading guide.

Discuss 1700-1900’s in Latin America

Discuss 1700-1900’s in Latin America

Compare Independence movement leaders

Closing

Review test begin independence movements

Cont.

Review and discuss independence movements

Quiz over independence movements

Cont.

Homework

projects

Facebook bio

projects

Materials Needed for Class

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

2/-6/2015

Monday

Tuesday -

Wednesday

Thursday

Friday

Standards/ Skills

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b.
Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b.
Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

Opening

pop quiz LA history

Prepare for projects

3-2-1 about Aztecs, Mayans and Incas pop quiz

Review reading guide

Review for quiz

Work Session

Discuss projects, review history with video clips

projects presentations

project presentations cont.

cont projects

LA History Quiz

Closing

.last minute touches on projects

Cont. review vocabulary

Review early history

review for test

discuss quiz and complete any projects

Homework

review and practice

review and practice

review and practice

review and practice

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

1/12-16/2015

Standards/ Skills

.

. SS6G1 The student will locate selected features of Latin America and the Caribbean.

b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba, Haiti, Mexico, Panama, and Venezuela

Opening

(Warm-up)

TEACHER WORKDAY

NO SCHOOL

New Year Reflection/Resolution

Introduce Latin America Unit

-visual

-verbal

Label South America Map

Video: South America's Best

Work Session

Discuss reflections and classroom expectation

Label map of LA (Central America)

-visual

-verbal

-small group

Geography Reading Guide (South America)

-visual

-verbal

-small group

Review map for test on Tuesday

-visual

-small group

Closing

Complete perceptions of Latin America -Graphic Organizer provided

Cont. map and study for map test

-visual

-small group

Review Map

Cont review

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

12/15-19/2014

Last week of school for the first semester will consist of creating a European Timeline, review for final exams and finals.

This has been a great start to the school year. Most all of the students are doing very well and hopefully a lot of effort will be put in to continue that success throughout the exams.

Please enjoy the holiday season and come back next year ready to ROCK!

12/8-13/2014

Monday

Tuesday -

Wednesday

Thursday

Friday

SS6E5 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the
citizen in terms of voting and personal freedoms

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms

SS6E5 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.

SS6E5 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.

Complete Econ Vocabulary and create an Economic Handbook

Discuss gov notes

Compare European Economic systems

Economics exercise

Project presentations

Complete the rest of the Econ and Gov Vocabulry

View ppt covering government standards

Cont.

Government and Econ review

Project presentations

review

Cont. ppt and discuss

Review Econ and Gov standards

Hand out final exam study guide

Work on study guide

Cont.

Projects due on Tuesday

Review world map for geography bee

Guide is also on my website under announcements

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

12/2-12/5/2014

Standards/ Skills

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of
Superpowers

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the
citizen in terms of voting and personal freedoms.

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the
citizen in terms of voting and personal freedoms.

Opening

(Warm-up)

Complete key terms page 168.

Outline pages 171-173

Review the Cold War

Describe the government of The United Kingdom page 196-197 define constitutional monarchy and parliament

Describe the new government of Russia

Work Session

Review test introduce cold war and rise of superpowers.

Read and outline pages 168-169 list at least 12 facts.

Discuss the berlin wall and the end of the cold war.

View video: Field trip to Berlin

Cold War quiz

Describe the government of Germany using the coach books

Compare the 3 governments

Closing

Discuss key terms

Cont. movie and discuss

Discuss quiz

Compare governments

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

11/17-21/2014

Monday

Tuesday -

Wednesday

Thursday

Friday

Standards/ Skills

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening

(Warm-up)

Review End of WWI Treaty of Versailles, world wide depression and the rise of Nazism.

Review first part of study guide.

Review last half of study guide

Study notes for test covering WWI, WWII, and the Cold War

Study notes for test

Work Session

Go over answers for reading guide.

View movie: The Holocaust

Review game for test

Review game for test

Test

Closing

Distribute study guides for test Thursday

Cont. movie and discuss

Game cont.

Review test

Video: The Berlin Wall

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

11/10-14/2014

Standards/ Skills

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening

(Warm-up)

Review End of WWI Treaty of Versailles, world wide depression and the rise of Nazism.

Introduce Veterans day

Who were the allies and who were the axis powers in WWII

Read Heaps of Shoes and answer questions

Review notes for WWII quiz

Work Session

Outline War of Ideas and WWII or complete reading guide

Watch video about Veterans Day. Write a letter of appreciation to war veterans.

View video about Hitler and World war II

View video about The Holocaust

WWII Quiz

Closing

Review notes

Cont.

Review notes and discuss video.

Cont.

Review Quiz and introduce the Cold War

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

11/3-11/7/2014

Standards/ Skills

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening

(Warm-up)

3-2-1 about WW!

Create a 5 date timeline covering WWI

Station Teaching- Russia in 2 Days Describe assignment

Cont. Russia in 2 days

STEM DAY Acid Rain Experiment

.Define The Great Depression and

Work Session

Review test and the end of WWI

Station 1- Using Chap 11Sec 4 –Chap 12 Sec 3 Create a timeline of Russian History.

Station 2- Define Vocabulary from Chap 11 4 and 12 3. Create a newspaper article about an event in Russian History

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.

. D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.

. D. Explain the impact of European empire building in African and Asia on the outbreak of WWI.

Opening

(Warm-up)

9 week reflection.

Discuss

Work ethic

Behavior

Quality of work

Using page 155 describe The Scientific Method

Read p 155-156 “The Enlightenment.” List the 3 important new ideas about government.

Read “The Industrial Revolution” page 158 and outline.

4,5 6 complete reading guide

Complete the “Scramble for Africa Map.”

Work Session

Off this work will be added to Tuesday

3rd period read and outline page 154-155 the Scientific Revolution

4,5 and 6 complete reading guide

Copy government chart from the board and discuss

Answer Key Questions page 159 # 2,3,and 6.

Introduce how these things led to WWI

Closing

Using dictionary define Revolution at least three definitions

Review the scientific revolution

Discuss “Democratic Revolutions”

Review answers

3 – 2 – 1 regarding revolutions

Homework

Social Studies Fair

Social Studies Fair

Social Studies Fair

Social Studies Fair

Social Studies Fair

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

10/6-10/2014

-

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of
European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

SS6H6 The student will analyze the impact of European exploration and colonization on various world regions.

b. Trace the empires of Portugal, Spain, England, and France in Asia,
Africa, and the Americas.

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry theb. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas’ Navigator.

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henryb. Trace the empires of Portugal, Spain, England, and France in Asia, Africa, and the Americas’ the Navigator.

3rd period- review game for exploration test.

4,56- begin study guide for test.

3rd study notes for test

4,5 6 review guide and review game for test

3rd describe Triangular Trade

4,5,6 test

3rd period in your own words describe TT and the CE.

4,5,6 describe Triangular trade

Unit 1 Benchmark: Europe

3rd- review game

4,5 6 using notes complete study guide for test

3rd period Test –European Exploration.

4,5,6 review game for test.

Discuss colonization of Australia and the Age of Empires, Create a Graphic organizer detailing the Columbian Exchange.

4,5,6 Exploration Test

3rd period discuss and trace the empires of major Euro countries.

, Create a Graphic organizer detailing the Columbian Exchange.

cont

3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning exploration.

3rd- review test

4,5,6 cont. review

3rd continue discussion about Triangular trade and the Colombian Exchange.

Review CE and TT

cont

Study notes/guide for test

Study notes for test

Study for test

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

9/29-10/3 2014

Monday

Tuesday -

Wednesday

Thursday

Friday

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.

SS6H6 The student will analyze the impact of European exploration and colonization on various world religions.

A. Identify the causes of European exploration and colonization; include religion, natural resources, a market for goods, and the contributions of Prince Henry the Navigator.

Introduce European Exploration and review for Religions Test on Friday.

Review for Test

Review/discuss exploration.

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

9/15-

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Islam

Opening

(Warm-up)

Define religion vocabulary

What is your religion work sheet.

Continue intro.

Quiz

Cont. religion study.

Study for religions test.

Work Session

Begin introduction of three major religions.

Students will begin graphic organizer

Begin to study each individual religion: Judaism.

Begin to study each individual religion: Christianity and Isalm

Review game for religions test.

Test covering the religions of Europe.

Closing

review

Review leaders and books

Review leaders, books and holy days.

Cont. game

Review findings and discuss

Homework

Study notes for quiz

Cont. to review notes all week for test.

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

19/2014

9/8-12/2014

Standards/ Skills

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where people
live and how they trade

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where people live and how they trade

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Isla

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Isla

. Standard: SS6G11 Students will describe the cultural characteristics of Europe.

B. Describe the major religions in Europe; include Judaism, Christianity, and Isla

Opening

(Warm-up)

Define religion vocabulary

Discuss how location, climate, and natural resources effect how and where people live.

Begin mini history lesson from the 300 Spartans to The Crusades.

Complete and review religion vocabulary

List 3 things in warm up book about Judaism

Work Session

Compare Uk and Russia begin comparison of Italy and Germany

View ppt comparison of Germany and Italy.

Cont. disccusion

Begin guided discussion about the history of Judaism.

Begin guided discussion about the history of Christianity.

Closing

review

Summarize comparisons

What do you know about the history of Europe? List as many things as you know.

Review findings and discuss

Review findings and discuss

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

9/2-5/2014

Standards/ Skills

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United
Kingdom

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

Opening

(Warm-up)

NO SCHOOL

Review 5 Themes.

In groups of 2-3 study and review European Political and Physical Maps

in groups study 5 themes of ss and geo.

Study for map test

Work Session

NO SCHOOL

View ppt on comparison of UK and Russia. Students will take notes

Review 5 Themes of Geography and Social Studies

Review for map test

Map of Europe Test

Closing

Project presentations.

Review map and continue discussion about how location and climate effect where and how you live.

review for map test

Review map

Homework

Study maps for test

Study maps for test

Study maps for test

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

8/25-29/2014

Standards/ Skills

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United
Kingdom

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

Opening

(Warm-up)

Review expectations and introduce presentations

Label physical map of Europe

View video: European Geography

How does location and natural resources affect where and how people live.

In groups of 2-3 study and review European Political and Physical Maps

Work Session

Students will present culture collages created last week.

Cont. student presentations. Culture Collage

Discuss map.

Define: weather, climate and discuss how climate affects where and how people live.

Map Test

Closing

Cont. Presentations

Discuss how location, climate, and natural resources effect how and where people live.

Culture Collage presentations cont.

Review map for assessment Friday.

Discuss Map

Homework

Study map

Study map

Study map

Enjoy holiday weekend!

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

8/18-22/2014

Monday:

Standard/Element- Five Themes of Geography

Opening-What are the Five Themes of Social Studies?

Work Period- Read Chapter 2 Section 1. Explain the Five Themes of Geography.

Closing- Class Discussion- Five Themes of Social Studies/Geography

Tuesday:

Standard/Element- Connecting Themes/Enduring Understandings

Opening- Describe Connecting Themes

Work Period- Introduction- Connecting Themes Power Point

Closing- How Connecting Themes relate to social studies/ and our lives.

Wednesday:

Standard/Element- Connecting Themes

Opening- What Do You Think?- Define Culture

Work Period- Video: Culture: What is it? Complete listening guide during video.

Closing- Assign Culture Collage

Thursday:

Opening- Pretest covering European standards.

Work Period- Continue Connecting Themes Assignments/ discussion

Closing- Review for upcoming test covering the 5 Themes of Geo/SS.

Friday:

Standard/Element- Five Themes of SS/Geo. Connecting Themes

Opening- study terms for test

Work Period- Geography/ Connecting Themes

Closing- Present Culture Collages/ Preview coming week.

Lesson Plans for week of 8/11-15/2014

Yeomans Social studies

Plans subject to change

GPS

Essential Question: What do I need to do to be successful in Social Studies?

Opening: Classroom welcome

Work Period: We will go over my classroom rules as well as my syllabus. If there is time, we will complete a getting to know you activity.

Closing: What are 3 things I can do to help myself be successful in Social Studies

Homework: Get my 1st page of my agenda signed, as well as the student verification forms.

Tuesday:

GPS: ~

Essential Question: What are the behavior rules and expectations for Dekalb County?

Opening: Gather student verification forms and make sure all students have a copy of the answer sheet for the discipline test (periods 3 and 4th). For 5-7, we will review any questions the students have about the syllabus.

Work Period: 3rd and 4th periods will be taking the student discipline test. 5-7 We will continue to complete our getting to know you activities.

Closing: Do you have any questions about the discipline policies of DCSD?

Homework:

Wednesday:

GPS: Review of core concepts~

Essential Question: Do you know how to navigate your textbook?

Opening: The beginning of the period will be dedicated to issuing textbooks.

Work Period: The students are going to complete a textbook scavenger hunt with a partner, to ensure that they are familiar with their textbooks.

Closing: What is the first region of the world we are going to study in social studies?

Homework:

~~~~~~~~Thursday:

GPS: ~Review of core concepts~

Essential Question: What is your particular learning style?

Opening: Do you have any idea which ways you learn best?

Work Period: During the period, the students are going to take a multiple intelligence test to determine which 3 learning styles are their most dominant. When we are done with the assessment, we will look at each learning style on the promethean board to discuss ways that they can help facilitate their own learning.

Closing: List the three ways that you learn best.

Homework:

~~~~~~~~Friday:

GPS: ~Review of core concepts

Essential Question: What do you know about Social Studies/Europe?

Opening: What are the 5 Themes of Social Studies?

3/10-14/2014

3/3-7/2014

Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

•
b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

•

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

•

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

SS6G2 The student will discuss environmental issues in Latin America.

a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.

Opening

(Warm-up)

Discuss and prepare for presentations

Project presentations

Quiz Ancient LA History

3-2-1 about LA

Review LA environmental standards form Stem day

Work Session

Latin America Project Presentations

Cont.

Project presentations

Discuss 1700-1900’s in Latin America

Quiz- Environmental issues

Closing

Presentations cont.

Review Ancient LA history

Review and discuss independence movements

Present /discuss Facebook bios

Preview LA revolutionary leaders/movements

Homework

Complete independence movement bios

Begin independence leader facebook projects

Facebook bio

Materials Needed for Class

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Monday

Tuesday

Wednesday

Thursday

Friday

Standards/ Skills

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

•
b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

•

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

•

• SS6H2 The student will explain the development of Latin America and the Caribbean from European colonies to independent nations.

• a. Describe the influence of African slavery on the development of the Americas.

• b. Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

• c. Explain the Latin American independence movement; include the importance of Toussaint L’Ouverture, Simon Bolivar, and Miguel Hidalgo.

SS6G2 The student will discuss environmental issues in Latin America.

a. Explain the major environmental concerns of Latin America regarding the issues of air pollution in Mexico City, Mexico, the destruction of the rain forest in Brazil, and oil-related pollution in Venezuela.

Opening

(Warm-up)

Define peninsulares, criollos, mestizos

Define conquistador and convert

Copy before and after chart page 376

Pop quiz

School wide STEM engineering day

Work Session

Introduce Latin American Independence movements.

Read page 342 answer reading checks and questions 3,4,5

Read pages 346-347 answer reading check questions and vocabulary

Complete Bio on Father Miguel Hidalgo

Read pages 375-376 vocabulary and questions

Complete bio on Toussant L’ Ouvertrue

Reading 412-414 complete bio on Simon Bolivar

Closing

Review/project presentations

Work on projects

Work on projects

Work on projects

Homework

Work on projects

Work on projects

Work on projects

Work on projects

Materials Needed for Class

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

Textbook

Notebook

Pen

Paper

-28/2014

2/18-21/2014

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H1 The student will describe the impact of European contact on Latin America.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

Review classroom expectations and discuss academic contracts

List 3-5 things you learned about the Aztecs from you assignments.

What would you like to learn about the Aztecs?

List 3-5 things you learned about the Inca or Maya from you assignments.

What would you like to learn about them?

View video: Engineering an Empire: The Aztecs

Discuss projects and begin Ancient Latin America ancient history

Lecture/discussion about Aztec civilization.

Discuss impact of European explorations and the effect on the LA civilizations

Lecture/discussion about Inca civilization.

Discuss impact of European explorations and the effect on the LA civilizations

Work in groups for LA project

View video: Engineering an Empire: The Aztecs

work in groups on projects

Work in groups on project

Work in groups on project

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

1/20-24/2014

Monday

Tuesday -

Wednesday

Thursday

Friday

Standards/ Skills

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse

. SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H1 The student will describe the impact of European contact on Latin America.

a. Describe the encounter and consequences of the conflict between the Spanish and the Aztecs and Incas and the roles of Cortes, Montezuma,

Pizarro, and Atahualpa.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

SS6H1 The student will describe the impact of European contact on Latin America.

b. Explain the impact of the Columbian Exchange on Latin America and Europe in terms of the decline of the indigenous population, agricultural change, and the introduction of the horse.

Opening

(Warm-up)

NO SCHOOL

JABIZTOWN Activities

Economic vocabulary cont.

Journal entry: How might the physical features of LA effect where people live and how they work.

JABIZTOWN ACTVITIES

Economic vocabulary cont.

Work Session

Unit 2 Lesson 3

Why Use a Financial Institution and How do I Write a Check.

In group 1(Explorers) complete vocabulary, answer questions and complete a reading guide and graphic organizer about Ancient Civilizations of Latin America.

Group 2(Conquerors) will outline the section, complete the vocabulary terms.

Unit 3: Work Readiness

Lecture/discussion about Aztec civilization.

Closing

.

Discuss the findings of their research.

Discuss impact of European explorations and the effect on the LA civilizations

Homework

Using same groupings, pick one civilization and create a power point, flipbook, play, paper, visual aid for presentation.

Video: Engineering an Empire: The Aztects

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

1/13-17/2014

Monday

Tuesday -

Wednesday

Thursday

Friday

.

. SS6G1 The student will locate selected features of Latin America and the Caribbean.

b. Locate on a world and regional political-physical map the countries of Bolivia, Brazil, Colombia, Cuba,
Haiti, Mexico, Panama, and Venezuela

Opening

(Warm-up)

NO SCHOOL

No SCHOOL

New Year reflection

Introduce Latin America Unit

Video: America Before Columbus clip

Work Session

Discuss reflections and classroom expectations

Label map of LA

Review map for test

Closing

Complete perceptions of Latin America organizer

Cont. map and study for map test

Cont review

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

12/9-13/2013

Monday

Tuesday -

Wednesday

Thursday

Friday

Standards/ Skills

SS6E5 The student will analyze different economic systems.

a. Compare how traditional, command, and market, economies answer the economic questions of 1 -what to produce, 2-how to produce, and 3-for whom to produce.

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the
citizen in terms of voting and personal freedoms

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the citizen in terms of voting and personal freedoms

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of
Superpowers

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the
citizen in terms of voting and personal freedoms.

SS6CG4 The student will compare and contrast various forms of government.

SS6CG5 The student will explain the structure of modern European governments.

a. Compare the parliamentary system of the United Kingdom o), Germany (Germany), and the Russian Federation (Russia), distinguishing the form of leadership and the role of the
citizen in terms of voting and personal freedoms.

Opening

(Warm-up)

Complete key terms page 168.

Outline pages 171-173

Review the Cold War

Describe the government of The United Kingdom page 196-197 define constitutional monarchy and parliament

Describe the new government of Russia

Work Session

Review test introduce cold war and rise of superpowers.

Read and outline pages 168-169 list at least 12 facts.

Discuss the berlin wall and the end of the cold war.

View video: Field trip to Berlin

Cold War quiz

Describe the government of Germany using the coach books

Compare the 3 governments

Closing

Discuss key terms

Cont. movie and discuss

Discuss quiz

Compare governments

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

/2013

11/18

Monday

Tuesday -

Wednesday

Thursday

Friday

Standards/ Skills

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening

(Warm-up)

Review End of WWI Treaty of Versailles, world wide depression and the rise of Nazism.

Review first part of study guide.

Review last half of study guide

Study notes for test covering WWI, WWII, and the Cold War

Merit trade in day

View video: The Berlin wall

Work Session

Go over answers for reading guide.

View movie: The Holocaust

Review game for test

.Test

Cont.

Closing

Distribute study guides for test Thursday

Cont. movie and discuss

Game cont.

Review test

Cont.

Homework

Study for test

Study for test

Study for test

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

-22/2013

11/11-15/2013

Monday

Tuesday -

Wednesday

Thursday

Friday

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Introduce Veterans Day. Play video.

Prepare for presentations

Cont presentations

Outline section on The Great Depression

Complete WWII reading guide

Students will write letters to veterans to honor them on Veteran’s Day.

Present Russian history projects.

Introduce the time between the wars: The Great Depression and Nazism.

Cont. outline

.Discuss reading guide

Cont. letters. Read a few

Review test

Complete vocabulary

Discuss the Great Depression

View movie: The Rise of Nazism.

11/4-8/2013

Standards/ Skills

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

.

.

SS6H7A The student will describe the cultural characteristics of Europe.

A. Describe major developments following World War I: the Russian Revolution, the Treaty of Versailles, world-wide depression, and the rise of Nazism

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

SS6H7 The student will describe the cultural characteristics of Europe.

B. Explain the impact of WWII in terms of the Holocaust, the origins of the Cold War, and the rise of Superpowers.

Opening

(Warm-up)

Create a Quiz for WWI.

Study notes for test

Station Teaching- Describe assignment

Station Teaching- Describe assignment

Cont Russia in 3 days

Work Session

Students will trade quizzes and take the quiz.

Celebration of Knowledge(test) covering WWI.

Station 1- Using Chap 11Sec 4 –Chap 12 Sec 3 Create a timeline of Russian History.

Station 2- Define Vocabulary from Chap 11 4 and 12 3./ create a newspaper article about any event in Russian history

Discuss terms and begin mini-history lesson from Greek Empire to the Crusades.

In journals write about 3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning religions

3-2-1: 3 things you learned, 2-questions about things you want to know more about, 1- item of interest concerning religions

Work Session

Discuss terms and how to study history.

Using textbook(p.92) and coach book pages 161-162 takes notes and write a description on Judaism, Christianity, and Islam.

Begin discussion/worksheet comparing/contrasting the major religions of Europe- Judaism

Continue discussion/worksheet comparing/contrasting the major religions of Europe- Christianity

. Continue discussion/worksheet comparing/contrasting the major religions of Europe- Islam

Closing

Cont. discussion and introduce religions

Cont. and discuss descriptions.

Review major religion

Begin Venn Diagram comparing religions.

finish project presentations.

Homework

Review notes

review notes

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

9/3-6/2013

Standards/ Skills

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United
Kingdom

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

Opening

(Warm-up)

NO SCHOOL

Discuss how location, climate, and natural resources effect how and where people live.

In groups of 2-3 study and review European Political and Physical Maps

Define: weather, climate and discuss how climate affects where and how people live.

In warm up book list at least 2 facts about the Uk and 2 about Russia.

Work Session

NO SCHOOL

View video: European Geography

Map Test

View ppt on comparison of UK and Russia. Students will take notes

Using information from ppt. students will create their own comparison of Italy and Germany. Due Friday

Closing

Project presentations.

Review map and continue discussion about how location and climate effect where and how you live.

Review findings

Review findings

Homework

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

8/26-30/2013

Monday

Tuesday -

Wednesday

Thursday

Friday

Standards/ Skills

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United
Kingdom

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G10 Explain the impact of location, climate, natural resources, and population distribution in Europe

A. Compare how the location, climate, and natural resources, of the UK and Russia affect where people live and how they trade.

B. Compare how the location, climate, and natural resources of Germany and Italy affect where
people live and how they trade

SS6G8 The student will locate selected features of Europe.

a. Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel. Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, Iberian Peninsula, and Scandinavian Peninsula

b. Locate on a world
and regional political-physical map the countries of Belgium, France, Germany, Italy, Poland, Russia, Spain, Ukraine, and United Kingdom

Opening

(Warm-up)

Define: weather, climate and discuss how climate affects where and how people live.

How does location and natural resources affect where and how people live.

Work Session

Label physical map of Europe and issue textbooks

video: European Geography

View ppt on comparison of UK and Russia. Students will take notes.

Using information from ppt. students will create their own comparison of Italy and Germany. Due Friday

Closing

Discuss how location, climate, and natural resources effect how and where people live.

Complete spider web chart of the factors of geography and economics.

Review map for test

Homework

.

Materials Needed for Class

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

Notebook

Pen

Textbook

Agenda

8/19/13

Lesson Plans

Mr. Yeomans/ Williams

6th Grade Social Studies

8/19-23/2013

Monday:

Standard/Element- Five Themes of Geography

Opening-What are the Five Themes of Social Studies?

Work Period- Read Chapter 2 Section 1. Explain the Five Themes of Geography.

Closing- Quiz - Five Themes of Social Studies/Geography

Tuesday:

Standard/Element- Connecting Themes/Enduring Understandings

Opening- Describe Connecting Themes

Work Period- Introduction- Connecting Themes Power Point

Closing- How Connecting Themes relate to social studies/ and our lives.

Wednesday:

Standard/Element- Connecting Themes

Opening- What Do You Think?- Define Culture

Work Period- Video: Culture: What is it? Complete listening guide during video.

Closing- Assign Culture Collage

Thursday:

Opening- Pretest covering European standards.

Work Period- Continue Connecting Themes Assignments/ discussion

Closing- Review for upcoming test covering the 5 Themes of Geo/SS.

Friday:

Standard/Element- Five Themes of SS/Geo. Connecting Themes

Opening- study terms for test

Work Period- Geography/ Connecting Themes

Closing- Present Culture Collages/ Preview coming week.

8/12/13

Lesson Plans

Yeomans/Burnett Williams

8-12-13

Monday:

Homeroom- Warm Body Count

Student Discipline Handbooks- sign and distribute

Schedule and procedural discussion

Student Data Form

Discussion of Citations and merit trade in

Monday: Social Studies

Opening: Welcome!

Work Period:

Classroom Rules and Expectations

Syllabus- read on Promethean Board and discuss

Expectations- Homework/assignments and the missing work notebook

Classroom Behavior

Introduce the five parts of social studies

Closing- Are you ready???

Tuesday:

Homeroom:

Student Discipline PowerPoint and Test

Social Studies- 3rd-6th

(5th PD)Student Bios!- Each student will write a brief bio about themselves that includes the following:

Full Name

Date of Birth

Location of birth and where they have lived

Siblings- ages

Hobbies/Activities

Best memories from school

Favorite things about school

What you expect from 6th grade

With each Bio- students will complete a pictorial quilt showing things from their bios- color

Wednesday:

Social Studies- Distribute textbooks- Text books will be distributed later

Students will identify and describe the five parts of social studies

Opening: What is social studies?

Work Period: Whole group discussion- brainstorming- List things that students say about social studies on the board. After discussion, students will work in groups to define the five parts of social studies. For each definition, they must draw two pictures of something that would fall into that category.

Introduce Olympic Project- divide students into groups and assign countries.

Closing- How do the five parts of social studies apply to your life?

Homework: Define and illustrate the five parts of social studies in your life.

Thursday:

Opening: Pop Quiz 5 Themes

Work Period: Using guided noted students will find the five parts, define, give 2 examples of each and discuss each as they apply to them.

Closing: What are the five themes of Social Studies and why are they important to us?

Friday:

Opening: Desrcibe on thee of social studies themes and how it relates to your life.

Work Period: Continue classroom discussion and guided noted covering the 5 Themes of SS.Closing: What have you learned about Geography and the Five themes of Social Studies? How will knowing these things help you throughout the year?